Armstrong Norris, Chang Shu-Mei, Brickman Marguerite
Department of Genetics and Plant Biology, University of Georgia, Athens, GA 30602, USA.
CBE Life Sci Educ. 2007 Summer;6(2):163-71. doi: 10.1187/cbe.06-11-0200.
This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.
本研究考察了合作学习活动对大班（超过250人）基础生物学课程中学生成绩和态度的影响。我们发现，与采用传统讲授形式教学的学生相比，采用合作学习方法教学的学生在课程材料知识方面有更大的进步。此外，学生对合作学习活动评价很高。这些发现表明，鼓励学生小组合作并改善教师与学生之间的反馈，即使在非常大的班级中也有助于提高学生的学习成果。然而，在该实验能由其他教师重复验证之前，这些结果应谨慎看待。本文还讨论了在大型课程中可能提高合作学习对学生成绩影响的策略。
